The informal assessment activity I will use is associated with the Evolution unit. It will consist of an informal lab spanning two 90 minute periods. The first section of the lab was performed today, (mon 23 Feb), and consisted of an introduction to the lab, some guiding questions, a review of vocabulary, and content, and preliminary questions regarding the lab's introduction relevance, purpose, and a development of a hypothesis based upon the variables in the experiment. This experiment is designed to hammer home the first section of the evolution unit on natural selection by having the students perform and activity in a role playing atmosphere where they can have some fun while also retain some important information. It will allow for review of the material before the break, and an association of the vocabulary and concepts to a real -life example that I think they can relate to.
The experiment examines natural selection (outside, weather permitting). This is accomplished by having the students play the role of birds hunting for bugs (beans) on a farmers pasture. (This will occur on the second part of the lab) After a 2 minute round of collecting beans outside, individually, with rules (only one bean picked up at a time, no talking, with fingers taped to allow use of 2 fingers only), the class will record their own results, as well as myself recording class results. The second round will consist of a beneficial mutation for a third of the class (allowance of all finger use). After 2 minutes, the third round will introduce myself as the predator (farmer). I will be unable to see, and will be wandering around trying to capture and "incapacitate" the "birds", thereby eliminating them from existence until the next round. Since there is another teacher around, I will be able to be blindfolded, otherwise there would have to be another way. After the third round, the mutation will be given to each student, and the predator will be roaming.
Data will be collected, and examined on an individual basis. Identification of 2 variables and how they influence the results both individually, and overall as a class will be discussed and asked on a worksheet. Other questions will examine the fitness, adaptive ability, and possible other outcomes based upon changing variables in the environment, food, mutation and shelter.
We did finish the class early today and an article was given to them with questions at the end which we all discussed and answered together for a bit, and the rest was completed individually and then eventually given as homework.
Formal and Informal Assessment of Student Learning
Name: Chris Dolos
I. Assignment Description/Requirements
Formal Informal Assessments 2009
II. Description of Learning Goals
A. Informal Assessment
The informal assessment activity I will use is associated with the Evolution unit. It will consist of an informal lab spanning two 90 minute periods. The first section of the lab was performed today, (mon 23 Feb), and consisted of an introduction to the lab, some guiding questions, a review of vocabulary, and content, and preliminary questions regarding the lab's introduction relevance, purpose, and a development of a hypothesis based upon the variables in the experiment. This experiment is designed to hammer home the first section of the evolution unit on natural selection by having the students perform and activity in a role playing atmosphere where they can have some fun while also retain some important information. It will allow for review of the material before the break, and an association of the vocabulary and concepts to a real -life example that I think they can relate to.The experiment examines natural selection (outside, weather permitting). This is accomplished by having the students play the role of birds hunting for bugs (beans) on a farmers pasture. (This will occur on the second part of the lab) After a 2 minute round of collecting beans outside, individually, with rules (only one bean picked up at a time, no talking, with fingers taped to allow use of 2 fingers only), the class will record their own results, as well as myself recording class results. The second round will consist of a beneficial mutation for a third of the class (allowance of all finger use). After 2 minutes, the third round will introduce myself as the predator (farmer). I will be unable to see, and will be wandering around trying to capture and "incapacitate" the "birds", thereby eliminating them from existence until the next round. Since there is another teacher around, I will be able to be blindfolded, otherwise there would have to be another way. After the third round, the mutation will be given to each student, and the predator will be roaming.
Data will be collected, and examined on an individual basis. Identification of 2 variables and how they influence the results both individually, and overall as a class will be discussed and asked on a worksheet. Other questions will examine the fitness, adaptive ability, and possible other outcomes based upon changing variables in the environment, food, mutation and shelter.
We did finish the class early today and an article was given to them with questions at the end which we all discussed and answered together for a bit, and the rest was completed individually and then eventually given as homework.
B. Formal Assessment
(if different from A.)III. Assessments
A. Description of Informal Assessment
B. Description of Formal Assessment
IV. Analysis
A. Description of Class Context
B. Analysis of Informal Assessment
C. Analysis of Formal Assessment
V. Commentary / Reflection
A. Reflections from Informal Assessment
B. Reflections from Formal Assessment
VI. Conclusions